Takaro Kindergarten teachers and Claire McLachlan, Massey University Institute of Education.

Promoting literacy learning for children

Takaro Kindergarten teachers and Claire McLachlan, Massey University Institute of Education

Introductions

Takaro philosophy - Ako

Takaro Philosophy - Whanau involvement

Links to philosophy

At Takaro Kindergarten we will provide a safe, fun learning environment for children and whanau to grow in their confidence and competence.

Philosophy Explanation

Takaro Kindergarten Logo was created by a committee and whanau in early 2000. It embraces the wairua of this learning community.

The large tree in the middle depicts the adult’s position in the nurturing of children, which are the two young trees on each side.

The roots of the tree are the six strands of the philosophy that permeates the life and being of Takaro Kindergarten.

We attended a meeting regarding a Massey Research proposal for research into literacy in ECE.

PSM (professional Service Managers) focus As a team we decided regardless of whether

the research went ahead we wanted to focus on literacy as our planned review.

Our story

We were ably supported by Karen McKay from Massey CED.

Karen became our reflective critical friend.

Massey CED (Centre Educational Development)

Looked at various areas within the kindergarten environment and how they were being used

Concentrated on interactions with children Looked at our routines with children and

adjusted Emergent review

What did we do?

Our planned review was underway when we found out the research was to go ahead with Dr Claire McLachlan (now professor).

This sat alongside our review and complemented what we were doing.

Massey Literacy Research

Aim: To examine if collaborative planned reviews with teachers

in low SES kindergartens will enhance literacy learning outcomes in children aged three to five years of age.

 Research questions: Can collaborative planned reviews with kindergarten

teachers in low SES settings increase knowledge of literacy?

Can collaborative planned reviews with kindergarten teachers change pedagogical practices related to literacy?

Do changes in knowledge and pedagogies in teachers relate to changes in children’s literacy knowledge, skills and abilities?

Collaborative planned review with Takaro: research questions

A mixed methodology was used. Mixed methods research designs are used when researchers need to examine many elements of a research problem and require both quantitative and qualitative data to answer research questions (Punch, 2009).

Our design included the following:◦ Pre and post interviews with teachers◦ Pre, mid and post measures of children’s literacy◦ Parent survey◦ Meetings with teachers to discuss findings and

explore options for developing the review

Research design

Phonological awareness◦ awareness of sound◦ Rhyme ◦ Onset◦ Onset labelling◦ Phonological

awareness segmentation

Emergent literacy skills◦ Letter name◦ Letter sound◦ Own name reading◦ Own name writing◦ Receptive

vocabulary◦ Reading

Measures of literacy

The ways in which we supported literacy were simple yet effective.

Increased use of alphabet by making alphabet resources using stones and sandpaper

Using alphabet resources inside and outside Purchased an Ipad Put writing materials inside and outside Increased literacy resources in the

kindergarten Increased use of playdough and gloop for

letter recognition

Enriched curriculum for children

letter recognition having fun with letters Tactile alphabet resources Musical letters Exploring writing Portable resources Role play Imaginative play with puppets Music, drama, dance Rhyme awareness Phonological awareness with puppets (turtle talk) Resources at accessible points Movement and learning

New entrant teacher from Takaro School:

“ I can tell the children that come from Takaro Kindergarten, they are ready, willing and able to give it a go”

School link

In the beginning the majority of documentation was related to using literacy for a purpose. As teachers we where quite confident that a child was learning literacy for a purpose but the line is more blurred with critically questioning and transforming.

We are now using repertoires of practice to support children to critically question and transform and self assess their knowledge, children's identities evolved and strengthened as a result.

What have we learnt?Documentation

We had more literacy opportunities inside than outside. Now we have developed portable resources that can be used outside as well as making tactical resources that children could interact with.

What have we learnt continued Shift in practice

What have we learnt continuedMultimodal learning Reinforced our view of children’s multimodal way of learning. We now have a greater understanding of multiple literacy practice required to ensure all children add to what they know and are already good at.

Parents literacy survey revealed that a number of families 15/20 tell oral stories which was quite high. We weaved this more intentionally into our programme. Children’s language, culture and identity strengthened as a result.

For teachers we found we are more focused on where the learning had come from and knowing the families. For children this has meant their previous learning is more valued. More emphasis has been placed on Families contributions and this has resulted in increased confidence and self esteem of whanau .

What we have learnt continued

Claire's initial data

The initial data revealed that there were three main areas of literacy to focus on: phonological awareness; receptive vocabulary; and letter recognition.

Highlighted that half of the children have access to I-pad and I-phone at home. We were not aware of this so it throws up possible avenue of communication and the need for partnership with parents, give them tips they can use at home.

Claire's parent survey revealed they were not aware of the literacy learning that occurred through play at kindergarten. In response we held a literacy hui and had fantastic feedback.

Sample of children 27 children at the beginning of review 19 children at the middle of the review 16 children by the end of the review

Reason for the drop in numbers is that children went to school!

We are only reporting the children who did pre, mid and post measures here.

Literacy measures

Pre ave.

Range Mid ave.

Range

PostAve.

Range

Alpha names 8 0-24 7.8 0-26 9.2 0-26

Alpha sounds 8.6 2-13 16.7 1-21 11.4 1-21

Name reading 8 yes 10 yes

12 yes

Name writing 4 yes 4 yes 7 yes

Rhyme (max 8) 3.3 0-8 3.8 1-8 4.1 2-8

Onset (max 8) 3.0 1-6 3.4 1-8 3.0 1-8

Onset name (max 8)

5.0 3-7 4.0 0-8 3.25 0-7

PA segment 0 1 1

Vocab 93.4 55-112 97.3 76-117

99.4 76-117

Children’s results (n = 16)

Increased use of alphabet by making alphabet resources using stones and sandpaper

Using alphabet resources inside and outside Purchased an Ipad Put writing materials inside and outside Increased literacy resources in the kindergarten Increased use of playdough and gloop for letter

recognition

Teachers’ results

Increased focus on high frequency words Increased focus on reading stories, singing

nursery rhymes and waiata and songs from other languages

Increased use of mats and cushions outside for reading

Increased focus on selecting stories and resources to support learning of alphabet, sounds, new words

Teachers’ results

All teachers said they were more confident about how to promote literacy in different ways

All said they had thought deeply about how to support and extend children’s literacy and how to use literacy resources more purposefully in the kindergarten

All considered they were supporting foundational skills like fine motor skills for writing and supporting knowledge of alphabet and awareness of sounds

All discussed using resources to promote specific skills, such as puppets for phonological awareness and letter name resources for alphabet and writing

All commented that they were looking more explicitly at the link between teaching and children’s outcomes and discussed issues related to assessment

Teachers’ reflections on literacy

Preliminary indications are that children have increased knowledge and skills at Takaro and grown in confidence with their literacy abilities.

Teachers consider that their understanding and confidence of how to support literacy has increased and that their literacy teaching practices have become more purposeful.

Although this planned review is a resource intensive model involving researchers and CED staff, it has promoted changes in teachers’ beliefs and practices and children’s literacy outcomes.

The literacy measures have been useful in this study and there are implications for developing literacy resources that can be used by teachers for simple assessment of literacy progress.

Concluding thoughts about collaborative planned review